Date of Award
Spring 5-2012
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
Brad A. Dufrene
Committee Chair Department
Psychology
Committee Member 2
Joe Olmi
Committee Member 2 Department
Psychology
Committee Member 3
Sterett Mercer
Committee Member 3 Department
Psychology
Committee Member 4
Daniel H. Tingstrom
Committee Member 4 Department
Psychology
Abstract
The current study investigated the effectiveness of reading interventions in the form of home-school collaboration on increasing oral reading fluency in elementary students exhibiting reading fluency deficits. Specifically, student participants were receiving Tier II reading interventions at their school. Additionally, parents were trained to implement an individualized intervention identified by brief experimental analysis with each student at home. Home-school notes were used to facilitate support and communication between the home and school. Results demonstrated that three of four students’ oral reading fluency improved. Furthermore, parents rated the interventions as acceptable. Parent treatment integrity was found to be adequate.
Copyright
2012, Qi Zhou
Recommended Citation
Zhou, Qi, "Home-School Collaboration: Concurrent Home and School Reading Interventions Within a Response to Intervention System" (2012). Dissertations. 760.
https://aquila.usm.edu/dissertations/760
Included in
Child Psychology Commons, Counseling Psychology Commons, Developmental Psychology Commons, Educational Methods Commons, Educational Psychology Commons